“Cook dinner, don’t just supply the ingredients” (Tomlinson)

You know when you hear something that really gels with you? It’s that moment when culture meets a light bulb moment and suddenly you know. You know this is something that just has to be said.

That light bulb moment

That light bulb moment

The other day it happened to me, sitting in the ACEL conference listening to Carol Tomlinson talking differentiation. Now this was not the first or even second time I’ve had the pleasure to hear her speak in person. I had even heard the differentiated story she told, but it was the first time I connected with it in a new way.  It really brings to the fore the idea of readiness to learn. In order to learn, one must be open to learning. So when we teach, how do we know whether our students are ready to learn? How do we know if we are ready to learn from them in return?

Tomlinson at ACEL conference 2016

Tomlinson at ACEL conference 2016

Tomlinson compares the ingredients for dinner with that of curriculum. As ingredients, they stand alone but have very little to offer unless combined with other ingredients to make a meal. In fact, depending on the ingredients one can make a myriad of meals using them in different combinations. Let’s take similar ingredients to those that Tomlinson uses in her comparison:

 

Ingredients

Ingredients

The above, when combined, will make a meal (or 5 if you live at my place – if you want a list, I’d be happy to forward one) – the same as all the components of teaching. Teaching isn’t just one ingredient but should be a whole lot of ingredients which are combined to create a great learning experience. In combining the ingredients, however, one doesn’t necessarily have to use them all in every meal but they can be used in different combinations. Teaching is like this too. These ingredients on their own are not very inviting – but in combinations can make a number of really appetising meals.

So let’s compare this idea to teaching. What are some of the ingredients in teaching and learning?

Relationship? I suggest kilos and kilos of it. In fact, in my opinion, there is very little, if any teaching or learning that happens without this ingredient.

Curriculum – knowledge and skills?

Assessment – formative and summative?

Differentiation?

Environment – inviting and safe?

Emotional Intelligence?

Curiosity?

Imagination?

FUN?

Communication?

Collaboration?

Policy?

What else would you add?

Share the commitment to teaching and learning

Share the commitment to teaching and learning

In teaching and learning, there may be any combination of the above and more. Each class would need more or less of these depending on the needs of the students in that particular class. Even if one is teaching the same content to the same year level in two different classes, the ingredients would not be identical in both type and quantity. So when planning your next ‘cooking’ session with your class think carefully about the ingredients and combine them in such a way that really gels with your class. Take the time to ask your students, ‘What would you like for dinner?’ It will help you to become a much better cook, I guarantee it and ultimately they’ll enjoy the meal a whole lot more.

Dinner's READY!!!!

Dinner’s READY!!!!

 

 

Thanks for reading 🙂

 

 

 

 

 

 

Reading from the outside in

A new term usually signals a new text we have to ‘teach’. In many cases there’s a 90% chance that your students haven’t read the novel in advance and if they have, well, that’s a bonus.

Over the years I’ve tried lots of ways to try and get students involved with the class texts. I’ve sat in on meetings where teachers decide which novels their students should read in which year level and during which term. I’ve been in on discussions as to whether to allow the film version to be studied and what the sparknotes might have to offer.

I’ve had occasion to actually introduce novels in a few classes over the years with great success (usually as a CRT or while on a short term contract) even though I’m not a trained English teacher. This is what I have to offer…

Reading the novel from the outside in

There are many students who don’t like to read, especially not books that are prescribed by their teachers. However, until we change our ways and actually allow the students themselves to choose their own novels  – now there’s an idea – we need to find ways to engage them. We need to ‘hook’ them into learning.

Blue book

Blue book

For a student to connect with their novel we have to tease them into wanting to know more. Therefore I never begin with the Forward or the Introduction and nor do I begin at Chapter One. In fact, I don’t even do this in my own reading, which is probably why I was a little disappointed when the book I put on hold last week turned out looking like this (Blue book). I know I’m going to need to make some effort in reading it over the coming weeks (sighs). So what is it that would engage my students and I into reading a book? What’s the hook? For me it’s going to be the cover – front and back.

For this experiment, I’d like you to grab a novel or any book close by and follow the prompts while simultaneously developing a mind map by hand or using any brainstorming apps:

Here’s mine;

One version of the cover – ‘The curious incident of the dog in the night-time’

  1. Have a good look at both the front and back, and write down everything you see (use adjectives to really help describe what it is, e.g. 6 red cars and extend the mind map). This is even more interesting if your students have different editions.
  2. Ask questions of the students – What does the colour ‘red’ represent? Extend the mind map as students respond – red, love; anger…

    beginnings of mind map

    Beginnings of  a mind map

  3. What of the awards? Google and add info to mind map
  4. Keep going – accept all responses as students begin to engage with your questions. They may have some of their own. Ask.
  5. They may want to add colour or other images which they can draw or download.
  6. Now get them to read the blurb
  7. Who is the main character?
  8. What do you know about this character from reading the blurb? Explore further the idea about not understanding human beings. Do they know anyone like this in their own lives?
  9. What more have you learnt about the dog?
  10. Keep building the mind map…Are there any other characters mentioned? Who are they?
  11. What kind of novel is this? Mystery – who likes mysteries? Tell me about something mysterious…
  12. What mysteries might the main character unravel in this novel? Write a paragraph we can compare later…or draw a picture…or record your idea on your device…

Let’s find out what happens shall we?

And so only then do we turn to Chapter 1 – ‘It was 7 minutes after midnight.” #hooked

Try it; I’d love to hear how it goes.

The mind map can be updated, re-designed, discussed, and dissected as they go through the novel – extending and comparing their first thoughts and developing ideas for later analysis. Some students might like to follow along using the audio version as they read through the book. Did you know that there is a stage production of the novel and even an overview?

So, how did you go with your book? Do you think this could work in your classes? Are you willing to have a go? I’d love to hear about it.

Thanks for reading 🙂

 

What’s coaching got to do with glitter?

This week’s #2PencilChat moderated by @nathan_stevens in @MagicPantsJones’ absence was on the topic of Glitter. Now while you’re probably in doubt as to its validity, it actually was quite an inspiring chat. Stevens used glitter as an analogy to do with education, with teachers, students and learning.

Question from #2PencilChat 7/6/16

Question from #2PencilChat 7/6/16

Since I used my blog hour time participating in the chat, it got me thinking…

Thinking

“What does glitter have to do with my idea for a blog post on coaching?”

So here it is… (Hilariously I wrote this while waiting for my dad at the dentist!)

1. Coaching has been around forever and it is slowly infiltrating our schools in a positive way, so hopefully, like glitter, it will hang around and infiltrate every corner from leadership to students, from grounds people to parents.

2. Glitter adds sparkle to every project, so too should coaching in schools ignite a passion for learning, setting goals for improvement and actioning ideas to promote optimal learning and teaching.

https://au.pinterest.com/pin/91620173646780264/?from_navigate=true

https://au.pinterest.com/pin/91620173646780264/?from_navigate=true

3. Glitter surprises people, especially if it is included in the envelope containing a Christmas card (no I’m not apologising for this) – just making a point about the element of surprise in coaching especially after a coaching conversation where the coachee realises they can and has a way forward which they themselves developed!

4. Glitter is plural, only as a handful or more does it make an impact. Collaboration is the impact in coaching. Coaching needs lots of people and a positive mindset to make a difference. Coaches need other coaches to help them grow and develop the skills to coach. Coachees need to be open to sharing and to believe in themselves as change agents, just as much as coaches believe in them.

handful of glitter

5. Glitter is made up of all shapes and sizes just as coaching in our schools can be seen in all manner of ways. In coaching everyone is learning, everyone is responsible for growth, no matter what your title or position, coaching is about the coachee – be all in, grab that chance to sparkle and make a difference to learning and teaching in our schools!

Yes, I think coaching is a lot like glitter. Get out there and sparkle!
Thanks for reading 🙂

Lava lamps, origami, magic and many more pre-service teacher adventures

This year I am very excited about having my own tutorial group of 2nd year pre-service teachers. Our adventures began just four weeks ago and since then we have been busily exploring what it is to be a teacher and a learner. They are an interesting bunch of students coming from all different backgrounds and for the most part quite enthusiastic, although at times I think I’m more excited than they are! I love teaching. I have said it many times.

Having the opportunity to work with pre-service teachers has been one of my goals for many years. I want them to experience the same passion I have for teaching and I hope that this semester I can share some of my experiences with them so that they may come to love teaching as much as I do. I hope I can instil in them the essence of learning. They have the key to the future of education and I hope they use it wisely.

So while the first few weeks of tutes were all about theory, standards, their own experiences of schooling, their favourite teacher and a little boys’ Ed thrown in for good measure, this week was all about practice.

I just had the privilege of watching my tutorial group fully engage a class of Year 7 boys in a 30-minute session. My pre-service teachers were waiting on the pavement outside the school when I arrived. Nervous but excited. They had come with bags of tricks, coloured paper, bottles filled with oil and water, laptops containing presentations and videos to shares.

work in progress -homemade lava lamps

Work in progress -homemade lava lamps

The Year 7 boys we were to teach seemed anxious but ready for action. Each pair had 30 minutes to ‘teach’ a couple of students. They prepared a wonderful array of learning and the boys seemed to be lapping it up. As the lesson began the pre-service teachers showed no signs of their initial nervousness. Fourteen round tables, two teachers and two students on each totally engaged in learning and teaching.

Aerodynamics

Aerodynamics

A couple of groups displayed their plane making skills while others engaged in different aerodynamics feats.

time to see if it works

Time to see if it works

One group learnt magic tricks while others ventured into the world of critical thinking and music.

Making magic

Making magic

Teaching Chinese with music

Teaching Chinese with music

Boys on another table were experimenting with volcanic eruptions using Oreo biscuits. Another mixed a concoction of water, oil, food dye and alka seltzers to make homemade lava lamps. There was some history, space exploration, mathematical calculations, geometry and a whole lot more. The session flew by and in no time it was gone.

3-D geometry

3-D geometry

“One minute to go folks!” I call out. “Oh no,” says a student in the corner, “Quick! Let’s have another go!” he calls as they take one last shot at getting the plane to spin.

A round of applause goes out to my class and to the students and teachers who supported us at De La Salle College. I look forward to seeing these same pre-service teachers in action with a class of their own, approaching it with the same apprehension but feeling themselves ‘hooked’ as their students’ faces come alive with curiosity.

Teachers are not born great – they become great.

Be great teachers.

Thanks for reading 🙂

Moonshots and other really cool shooting stars

Last Sunday night’s Aussie Ed tweet chat was all about moonshots. You can read the storify later.

Moonshot is literally the launch of a rocket into space. In more recent times the term has been introduced in education as a means to think ‘big’, think ‘innovatively’, think ‘huge’, think ‘change the world’ one small step at a time.  It can be big or small, done on your own or in collaboration with others.

What we said

The first question in the #aussieED chat asked this: In your opinion, what is a moonshot? My initial response was

What is a moonshot?

What is a moonshot?

You’ll notice my question mark at the end – obviously I had not heard this before and was taking a stab at it. As the chat continued and others shared their thoughts, it got me thinking about my own personal experiences with moonshots and those of the people around me, family, friends, students, colleagues, and parents. I really enjoyed reading what others thought about moonshot. I’d like to share a few -there were many others that you can read for yourself once you’ve finished. I’ll even give you the link. Keep reading…

Kim said this

Kim said this

A crazy idea

I love this! I’ll admit I’ve had some really crazy ideas over the years and was not afraid to see if they could go anywhere. My crazy idea that I could write a book came about simply because I thought I could. Mostly it’s pretty much finished but needs a little tinkering and possibly updating given I began writing it some years ago. Maybe I’ll shoot this one early next year.

Joel said this

Joel said this

It just won’t work…(really?)

This kind of comment just makes me more inclined to go after that which others think won’t work. I’m an optimist but more importantly I work hard to solve problems or issues. There are a great many things out there that people thought impossible  – imagine if we still thought the world was flat and if you went to the edge you’d fall and plunge to destruction. Thank goodness that belief was proved wrong. What else? Better still what other beliefs are there today that could be holding us back?

I’d like you to imagine a place where all children had the opportunity to learn in their own preferred way but also engage in other ways of learning so as to grow their repertoire as an ‘all round’ learner. Imagine a place where children and adults collaborated to change the world to make it an equitable, safe and sustainable place for all living creatures. Some have already started but it would be much more logical if we all worked towards it. So…let’s do it!

We can begin making a difference by taking Carl’s advice and developing a plan to save the world. Impossible? Do you mean making the plan or saving the world? Nothing is impossible.

Carl's plan

Carl’s plan

As Steve points out:

Steve said this

Steve said this

It is most important that we adults model how to deal with failure; after all without it we cannot learn. To make a mistake we have to take a risk, if we fail, we analyse why it happened and move on to make it better next time. Imagine if Edison stopped work after blowing up the first bulb.

Never give up

Never give up

Shake it out

Shake it out

Shake it out

I really like Karen’s idea of a moonshot too. I enjoy shaking things up – in fact I make trouble all the time. I say what I think and I back it up because taking a shot at something you truly believe will make a difference – so worth it. A major component of moonshots is to believe.

http://www.collegenetwork.com/blog/positive-self-talk-i-know-i-can-do-this

http://www.collegenetwork.com/blog/positive-self-talk-i-know-i-can-do-this

Last week I had to deal with a family issue interstate but had a consulting gig already booked which couldn’t be undone. So I asked a colleague if they would consider workshopping it for me. I never doubted her ability to do it – not because I’m so good but because she is. It’s a little like paying it forward – someone gave me a chance to shine long ago so I’m passing it on. Its success is in your hands.

exploding moonshots

exploding moonshots

What’s your moonshot?

Thanks for reading 🙂

(Now you can read the storify)

Sunday nights 8:30 AEST #aussieED